Reconstructive subject didactic teaching research
In our opinion, a kind of division of labour between educational science and subject didactics seems to have established itself in the research of instructional mediation and appropriation processes: While reconstructive methods are popular in educational research, research is largely limited to the social dimension of teaching (positioning, addressing, differentiation). In contrast, in subject didactics, reconstructive and thus comprehensive empirical research of classroom practice beyond conceptual references (norms) has only been established comprehensively in isolated cases. Instead, the subject-related teaching processes and thus the content dimension are at the centre of the academic debate. The aim of the SIG is to overcome this previous division and to systematically develop possibilities for linking the subject and social dimensions in the study of teaching.

Relativity, normativity and orientation
Relativity seems as natural as it is conflictual in a plural and democratic society. It can be seen as a danger, but it can also denote an educational goal that grows out of the necessary insight into the conditionality and perspectivity of knowledge, convictions and value systems. This explains why, on the one hand, relativity always seems to lead to a dangerous proximity to arbitrariness and disorientation in the sense of relativism or, on the other hand, to massive attempts at unification, e.g. in the form of political or religious fundamentalism. Without an appropriate way of dealing with relativity, peaceful coexistence in plural societies, which are increasingly to be seen in a global horizon, is not possible. This situation represents both the starting point and the background for balancing norms (formations) that do not avoid the challenge of the relative. Orientation and certainties can only be gained in this perspective by consciously taking up and reflecting on the problem of relativity. In order for such a perspective to become socially effective, it must also be translated into subject-specific educational processes or an understanding of education must be developed that is attuned to the specific subject-specific requirements of relativity. Against this background, the subject didactics working group, with the participation of educational science, offers the rare opportunity to develop relativity as an interface problem of different disciplines and to demonstrate the potential of a multi-perspective treatment of relativity questions with regard to education.